Let’s face it: Language lessons sometimes involve material that is dry or boring. The reality is, it can be hard to remember facts or information. The rules of grammar? Bo-ring! At least, that is what the average person might think. Adult education guru, Stephen Lieb, tells us that adult learners need content that is relevant and useful in their every day live. What can seem less relevant to every day life of working to paying the bills, raising the kids and trying to have some kind of life. Most people just do not see a connection.
Scenario #1: Teaching with examples
Examples provide a method to make the learning concrete and relevant.
Seasoned teachers will have an arsenal of examples of their own students’ grammar and language mistakes. Examples can also be found on Internet sites such as ESL Prof.
“When I was six, I went to primate school.”
Clearly the speaker intended to say “primary” instead of “primate”. This is a classic example of mixing up words with similar sounds that have completely different meanings.
If you were using this example with EAL adult learners, you might make the connection between language errors and the real world by linking it to employment. You might say that the implication for an adult EAL learner might be that if he or she were to say this in a job interview, it might cost them the job. Though it is not ethical (or logical) some recruitment officers may make decisions about a prospective employee’s intelligence or competence based on their language skills.
That example would provide a real-world context for why it is important to learn vocabulary very well. You have developed a cogent and logical argument to support your point using an example.
Scenario #2: Teaching through stories
Imagine dipping into your own past, experience and heritage to create a story that illustrates the same point. When teaching native Spanish speakers English, I would tell them about my own struggles with language learning.
Setting the stage and the context
“I was so proud to have a native Spanish speaker visit my home,” I would tell them. “We had agreed to do a language exchange and help each other with our conversation skills.”
Providing key detail
“I prepared coffee and baked home-made oatmeal cookies, my mother’s recipe.”
Deliver the punch line
“I asked my new friend, “¿Desea guisano con su café?”
The quick thinkers erupt in laughter. Others will puzzle over the meaning until it clicks that what I meant, instead of “guisano”, was “galleta”.
As a learner of Spanish as a second language, I spent years confusing those two words. The result was that instead of offering my guest a cookie (galleta), I had offered them an earthworm (guisano).
To a native speaker, the result is either a turned stomach or comedic effect, or a bit of both.
The moral of the story
I would follow the story by saying this to the students: “My point to you is that it is easy to confuse words in a new language. In fact, it is normal. But be aware that these kinds of mistakes can result in people laughing at you or, possibly even taking you as an imbecile. In my case, I was lucky. My friend, who was both quick witted and gracious simply said, ‘Por favor, una galleta. No me gustan los guisanos‘.” (Translation: “A cookie, please. I don’t really care for earthworms.”)
From a linguistic point of view, the two scenarios are similar. The language learner mistakenly uses one word for another. The two words sound similar to the ear of a non-native speaker. But to a native speaker, the difference in meaning between the two words is worlds apart. It would never even occur to them to mix those words up.
Examples provide logical reasons, whereas stories create memorable moments that connect with human experience and emotion.
I admit that this type of story worked only because I was working with Spanish speakers learning English. It would not work with a linguistically diverse group.
The point here is to ask yourself, what stories or experiences do you have that can help you make a point and make a connection with your learners at the same time? We all have stories. What are some of yours?
Related posts:
Share your story, share your wisdom: How to make learning memorable
Storytelling resources for teachers
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Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.
Posted by Sarah Elaine Eaton, Ph.D. 
Learning, Teaching and Leadership 
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